PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES IN ACCENT AND PRONUNCIATION VARIETIES
博士 === 淡江大學 === 英文學系博士班 === 106 === This study investigated the awareness of Taiwanese pre-service teachers and in-service teachers towards Global Englishes. Their attitude toward and perceptions of accents and pronunciations instructions in the realm of Global Englishes were explored. This study su...
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ndltd-TW-106TKU051540072019-11-28T05:22:36Z http://ndltd.ncl.edu.tw/handle/95z4su PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES IN ACCENT AND PRONUNCIATION VARIETIES 職前與在職英語教師對「世界性英語」中多樣化口音及發音見解之研究 Fu-Yen Chiu 邱富彥 博士 淡江大學 英文學系博士班 106 This study investigated the awareness of Taiwanese pre-service teachers and in-service teachers towards Global Englishes. Their attitude toward and perceptions of accents and pronunciations instructions in the realm of Global Englishes were explored. This study surveyed 225 pre-service and in-service teachers in total, with 16 semi-structured interviews from five comprehensive universities and 13 secondary schools in The Taipei–Keelung metropolitan area. The mixed methods included descriptive statistics, inferential statistics, and qualitative data. The findings show the inadequacy of the promotion of Global Englishes to pre-service teachers and in-service teachers by Educational programs, English departments, the MOE, and continuing education for teachers. However, prior exposure to the concept of Global Englishes was observed through informal channels such as life experiences, preparing for and taking English proficiency tests, and mass media. Although participants realize the ownership of English is beyond national boundaries, they are still inclined to choose materials spoken by people from the Inner Circle. Nonetheless, pre-service teachers and in-service teachers are willing to expose students to different English varieties once their leaners are accustomed to Standard Englishes. They also pointed out certain difficulties may impede the implementation of the learning objective stated in the curricula for English. Furthermore, pre-service teachers and in-service teachers have stricter standards in terms of their own accents and pronunciations than those they set for their students. As for pronunciation instruction, students are encouraged to learn K.K. phonetic symbols to reach a better intelligibility. To help the MOE fulfill the implementation of Global Englishes, the concept of Global Englishes is recommended at teacher training programs to prepare for the upcoming curricula for English. Ai-Ling Wang 王藹玲 2018 學位論文 ; thesis 205 en_US |
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博士 === 淡江大學 === 英文學系博士班 === 106 === This study investigated the awareness of Taiwanese pre-service teachers and in-service teachers towards Global Englishes. Their attitude toward and perceptions of accents and pronunciations instructions in the realm of Global Englishes were explored. This study surveyed 225 pre-service and in-service teachers in total, with 16 semi-structured interviews from five comprehensive universities and 13 secondary schools in The Taipei–Keelung metropolitan area. The mixed methods included descriptive statistics, inferential statistics, and qualitative data. The findings show the inadequacy of the promotion of Global Englishes to pre-service teachers and in-service teachers by Educational programs, English departments, the MOE, and continuing education for teachers. However, prior exposure to the concept of Global Englishes was observed through informal channels such as life experiences, preparing for and taking English proficiency tests, and mass media. Although participants realize the ownership of English is beyond national boundaries, they are still inclined to choose materials spoken by people from the Inner Circle. Nonetheless, pre-service teachers and in-service teachers are willing to expose students to different English varieties once their leaners are accustomed to Standard Englishes. They also pointed out certain difficulties may impede the implementation of the learning objective stated in the curricula for English. Furthermore, pre-service teachers and in-service teachers have stricter standards in terms of their own accents and pronunciations than those they set for their students. As for pronunciation instruction, students are encouraged to learn K.K. phonetic symbols to reach a better intelligibility. To help the MOE fulfill the implementation of Global Englishes, the concept of Global Englishes is recommended at teacher training programs to prepare for the upcoming curricula for English.
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author2 |
Ai-Ling Wang |
author_facet |
Ai-Ling Wang Fu-Yen Chiu 邱富彥 |
author |
Fu-Yen Chiu 邱富彥 |
spellingShingle |
Fu-Yen Chiu 邱富彥 PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES IN ACCENT AND PRONUNCIATION VARIETIES |
author_sort |
Fu-Yen Chiu |
title |
PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES IN ACCENT AND PRONUNCIATION VARIETIES |
title_short |
PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES IN ACCENT AND PRONUNCIATION VARIETIES |
title_full |
PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES IN ACCENT AND PRONUNCIATION VARIETIES |
title_fullStr |
PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES IN ACCENT AND PRONUNCIATION VARIETIES |
title_full_unstemmed |
PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES IN ACCENT AND PRONUNCIATION VARIETIES |
title_sort |
pre-service and in-service teachers’ perceptions of global englishes in accent and pronunciation varieties |
publishDate |
2018 |
url |
http://ndltd.ncl.edu.tw/handle/95z4su |
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